SPED 618: Lifelong Integration

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SPED 618 Lifelong Integration

• Understanding Roles

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React to these statements in Chapter 3

• These examples are but a few of the many related
  to the scope and magnitude of changes in health
  care systems, which continue to impact methods of
  service delivery for students with special needs
  (p.99). Comment on each of the three listed.
• Research is clearly supportive of family-school
  collaborations, indicating that they result in
  improved academic performance, reduced
  absenteeism, and improved discipline (p.121). Do
  you have examples?

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What teams exist?

• IEP teams
• Teacher Assistance Teams
• School Improvement Committees
• Parent-Teacher Associations

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Direct v. Indirect Service

• Teacher support in the mainstream classroom
• Teacher support in a consultative manner between
  special education and general education
• Justify the benefits and/or the situations
  surrounding both options

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Working with High-Incidence Teams (Correa et al,
2005)

• Primary functions
• Student assessment
• Program evaluation
• Provision of instruction
• Responsible for explicit instruction in a
  structured program
• Many professors believe that NCLB is correct in
  not permitting special educators a dominant role
  in content instruction. Thoughts?

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Low-incidence Teams (Correa et al, 2005)

• Responsible for teaching students with physical
  and sensory disabilities and cognitive and
  neurological impairments
• Primary functions (to be critiqued)
• Positioning, lifting, and transporting students
• Monitoring use of medications and prosthetics
• Managing seizures
• Modifying aberrant behaviors.
• Major function is to teach students to synthesize
  their special related services.

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General Educators role (Correa et al, 2005)

• Brings content knowledge
• Observe students interactions with peers who show
  appropriate behaviors
• Most important role is to provide students with
  appropriate learning experiences
• Set up an effective classroom environment
• Should focus on the group

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Related Services role (Correa et al, 2005)

• The nature of each persons role with the child
  depends on the school and community environment
  but most importantly the student.
• Principals and administrators oversee
  organization, funding, and legal matters as well
  as program planning and evaluation.
• Roles of each person may overlap with other
  persons roles.

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Services(with whom do we collaborate)

• Audiology
• Counseling
• Medical services
• Occupational therapy
• Orientation and mobility services
• Parent counseling and training
• Physical Therapy
• Bilingual specialist
• Vocational educator

• Psychological services
• Recreation
• Rehabilitation counseling
• School health / Nurse
• Social Work
• Speech pathology
• Transportation
• ELL or ESOL
• Vision
• Assistive tech services
• from Rowley case (1982)

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Coteaching options

• complementary special education teacher rotates
• parallel divided class for more personal
  interaction
• station small groups on specific components
• alternative special education reinstructs whole
  class
• shared teachers share equally and instruct
  interchangeably
• One teach, one assist (or one teach and one
  observe)

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Continuum of Services

• LD ages
• Regular class 42.4
• (outside of general ed. class less than 21 of
  day)
• Resource Room 39.3
• (outside of general ed. class between 21 and 60
  of day)
• Separate Class 17.4
• (outside of general ed. class more than 60 of
  day)
• Separate School 0.6
• (in a private or public separate day school at
  public expense)
• Residential Facility 0.1
• (in a public or private residential facility at
  public expense)
• Homebound / Hospital 0.2

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Inclusion debatefrom Zigmond Baker (1995)and
McLeskey and Waldron (1995)

• Instruction is the key issue not the placement
  (Martin)
• Special education is sacrificing essential
  components so that students can be in the
  company of age peers (Scruggs and Mastropieri)
• No tailored education plans (Gerber)
• Serious disabilities still left untouched (Z B)

• Students deserve full access to mainstream
  curriculum (McLaughlin)
• 2/3 of students with disabilities succeeded
  across various models
• Successes cannot be based upon test scores
  especially for secondary students who have
  already peaked.
• Few successes exist in segregated settings (M W)

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Questions

• Why is it imperative to know each team members
  role and to understand their responsibility and
  even their supporting theories?
• How do the coteaching options reflect the roles
  within the group?